مدل‌سازی و تحلیل رابطه بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری‌های اطلاعات و ارتباطات در فرآیند آموزش و یادگیری
الموضوعات : پژوهش در برنامه ریزی درسیابراهیم مردانی 1 , علی اکبر امین بیدختی 2 , علی محمد رضایی 3
1 - دانشجوی دکتری مدیریت آموزشی، گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
2 - دانشیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
3 - استادیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
الکلمات المفتاحية: معلمین دوره ابتدایی, ویژگی‌های شناختی, فناوری اطلاعات و ارتباطات, فرآیند آموزش و یادگیری,
ملخص المقالة :
پژوهش حاضر با هدف تعیین روابط ساختاری بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری اطلاعات و ارتباطات (فاوا) در فرآیند آموزش و یادگیری انجام شد. روش تحقیق، همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعة آماری، کلیة معلمین دوره ابتدایی شهر آبادان در سال تحصیلی 95 - 94 به تعداد 784 نفر بود. 220 نفر از جامعه به شیوه نمونه‌گیری تصادفی ساده، به‌عنوان نمونه انتخاب شدند. ابزار گردآوری اطلاعات، شامل 4 مقیاس بود. مقیاس 17 گویه‌ای دانش فن‌آوری، آموزشی، موضوعیِ Kabakci و مقیاس‌های باورهای آموزشی سازنده گرا (9 گویه)، نگرش به فاوا (8 گویه) و کاربرد فاوا در فرآیند آموزش و یادگیری (9 گویه) که توسط Van Braak طراحی شده‌اند. روایی ابزار به شیوة روایی محتوا و پایایی آن (مقیاس‌های دانش فن‌آوری، آموزشی، موضوعی 88/. = α، باورهای آموزشی ساخت‌گرایانه 92/.= α، نگرش معلمین نسبت به فاوا 87/.= α و کاربرد فاوا در فرآیند آموزش و یادگیری 84/.= α) سنجیده شد. به‌منظور تحلیل داده‌ها، از آمار توصیفی و استنباطی بهره گرفته شد. مطابق آزمون همبستگی پیرسون، بین ویژگی‌های شناختی معلمین (دانش فن‌آوری، آموزشی، موضوعی، باورهای آموزشی ساخت‌گرایانه، نگرش به فاوا و کاربرد آن در فرآیند آموزش و یادگیری) رابطه مثبت و معنی‌دار بود. هم‌چنین، مدل علّی طراحی شده با توجه به شاخص‌های محاسبه شده از برازش خوبی برخوردار و مدل معادلات ساختاری رابطه علی بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فاوا قادر به پیش‌بینی کاربرد فاوا توسط آنان در فرآیند آموزش بود. دیگر یافته‌ها نشان داد؛ نگرش مطلوب نسبت به فاوا، قوی‌ترین متغیر پیش‌بینی‌کننده کاربرد آن در آموزش است.
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